Computer Assisted Language Learning


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Computer Assisted Language Learning

  2. 2. PRESENTATION LAYOUTPresenters TopicsRabia Murtaza Integrated Approach Sadia Shaikh Micro-Teaching Amna Arif Macro Teaching StrategiesSahar Yasmeen Content cum MethodologyBushra Rehman Significance of Integrated Approach & Conclusion Group - 1 Q & As
  3. 3. RABIA MURTAZA INTRODUCTIONIntegrated Skill Approach Four skills Synthesis or Act of merging acting as major union of various four skills. building blocks skills. in their approach.Developing Teaching CompetenceCompetence means Teachers should be For getting anto be competent or competent enough excellenteligible for to teach their output fromsomething. students. students.
  4. 4. RABIA MURTAZAForms Of Integrated Skill Instruction Content based instruction• Students practice all language skills in a high integrated, communicative fashion.• Three general models of content based language instruction.• Theme-based model.• Adjunct & Sheltered based model. Task based instruction• Students participate in communicative task in English.• Tasks are defined as activities.• Task-based instruction is relevant to all levels of language proficiency.
  5. 5. RABIA MURTAZAGuidelines For Developing Integrated lessons • Make proper plans. • Allow enough time for teaching & leaning activities. • Match the assessment. • Your plans should be flexible. • Don’t be afraid of experimenting things.
  6. 6. Please welcome next presenter Sadia Shaikh with the topic „Micro-Teaching‟.
  8. 8. SADIA SHAIKHTeaching Competency Ability of a Teacher – Competency level. Effective Performance – Brings about progressive outcomes. Teachers‟ Behavior – Produce intended/planned effects. Teaching is a process - Teacher brings the students & the subject matter together.
  9. 9. SADIA SHAIKH A technique to simplify complexities ofProvides an opportunity to acquire new normal class room through integrated teaching skills and to refine old ones. approach. Micro- Teaching A teacher-education technique whichCan also be explained as Washback or allows teacher to apply defined Backwash; done till the outcome of trainee is positive & progressive. teaching skills to carefully prepared lessons
  10. 10. SADIA SHAIKHActions to understand Micro-Teaching. • The trainee plans a short lesson keeping integrated approach in view. • The trainee teaches a small group of students (5- 10) which is videotaped or audio taped. • Demonstration of teaching skills on videotapes, multimedia or in a normal classroom with different audio-visual aids. • The analysis of teaching skills in behavioral terms.
  11. 11. SADIA SHAIKHActions to understand Micro-Teaching. • Feedback is provided to the trainee teacher. • The feedback & supervisor’s remarks provide an insight to the trainee teacher. • The lesson is re-taught to different groups. • Feedback is again provided on the re-taught lesson.
  12. 12. SADIA SHAIKH Integrated Approach & Micro-Teaching in PakistanIntegrated/Incorporated Integrated/Incorporated A few schools of Lahore Approach towards Method is being used at apply Integrated Approacheducation is somewhat a TNS for teaching & in their curriculum & different method for learning without Micro-Teaching technique. Asians. boundaries.
  13. 13. Please welcome next presenter Amna Arif with the topic „Macro-Teaching ‟.
  14. 14. AMNA ARIFThe Role of The Teacher To shape the practice of everyday teaching, teachers need to have a holistic understanding of what happens in their classroom.
  15. 15. AMNA ARIFMacro Strategic Framework The macro strategic framework for language teaching consists of macro strategies and micro strategies.
  16. 16. AMNA ARIFMacro Strategic Framework Macro strategies may be considered theory-neutral as well as method-neutral.
  17. 17. AMNA ARIFMacro Strategic Framework• Facilitate negotiated interaction• Promote learner autonomy• Foster language awareness• Activate intuitive heuristic• Contextualize linguistic input• Integrate language skills• Raise cultural consciousness
  18. 18. Please welcome next presenterSahar Yasmeen with the topic „Content cum Methodology‟.
  19. 19. SAHAR YASMEENIntroduction of C.C.M• The first time in India the concept content-cum-methodology was stated in1987 through N.C.E.T. But no• directions are given for the implementation.• In 1990 S.B.T.E stated that all teacher training colleges start C.C.M workshop in order to get the co-ordination• between content and methodology.• Content cum methodology clearly implies that there will be a meaningful integration of the content and method. C.C.M is a kind of technique where both content and method are meaningful and systematically interlocked.
  20. 20. SAHAR YASMEEN • “CCM is an analytical procedure or technique• “Content means the • Methodology is the which enable the student teacher of pedagogical to understand ideas for meaning science of teaching to structure, curriculum, objectives, syllabus, etc. as whole.” presented or to be teacher. It means present in speech “how to teach?” written.”It also means “what to teach?” Definition
  21. 21. SAHAR YASMEENNature and concept of C.C.M The focus is on meaningful integration of content and method in order to deeper understanding of the entire subject means C.C.M. Methods are meaningful only when they are taught in relation to content or the subject matter. It gives meaningful integration between method and content. It does not give importance separately to the content and method but to content cum methodology. It doesn’t force to teach additional content to the teacher trainees.
  22. 22. SAHAR YASMEENOBJECTIVES OF CCM1. To comprehend the subject nature and structure.2. To comprehend the objectives and entire curriculum of the subject.3. To comprehend the relation between curriculum and syllabus.4. To comprehend the relation between syllabus and textbook.
  23. 23. SAHAR YASMEENOBJECTIVES OF CCM5. To analyze the content properly.6. To aware about different methods for different contents for different standards and vice-versa.7. To ingrate content with method meaningfully.8. To teach effectively by using content cum methodology.9. Gain deeper understanding of the concepts to be taught at school level
  24. 24. SAHAR YASMEENNeed and Importance • Knowledge of curriculum, syllabus, textbooks, etc. • Knowledge of hierarchy and structure. • Knowledge of content analysis. • Knowledge of content preparation. • Knowledge of integration. • Teaching process includes so many skills. Teacher having mastery over the skills can be a good teacher. But if the integration between content and method will be there the teaching will be more fruitful.
  25. 25. Please welcome our last presenter Bushra Rehman with the topic„Significance of Integrated Approach‟ & Conclusion
  26. 26. BUSHRA REHMANSignificance of Integrated ApproachBeneficial for both teachers and students.Provides relevant information to the students.Chance to interact in an authentic and meaningful way.Language is treated as a means of interactionIt deals with teachers side of the process
  27. 27. BUSHRA REHMANSignificance of Integrated ApproachIt allows for growth in all main skill areas.Target language is learned to communication.Highly motivation is provided to students.Track students progress in multiple skills at the same time.Authentic language learning.
  29. 29. REFERENCES supplier.html